The slide is about teachers who value autonomy in decision making and ways to organize the classroom so that materials are accessible to children, and so that children are responsible for the care of those materials. By using the ERS tool with in your program, we as teacher will use our role to coach children in making good choices. The arrangement and the care of the environment communicates to the children the value of focus, collaboration, and choices for complex play and learning. Using this training will benefit from any space that is intentionally designed and well provisioned with engaging materials that are accessible to development.

1. BY
BRIGINIA MILLS
UOP STUDENT
CUR/516

2. Environment
 Children learn through play to explore — there isn't
a predetermined end product. Children have no
idea or notion of a direction he/she would like to
pursue and he/she is free within broad limits to do
so. Children’s motivation comes from within
themselves as how to interact with the endless
possibilities within the environment that is chosen.

3. PROBLEM
IDENTIFICATION

4. GOALS
 Examine the childcare environment using the ERS tool
 Employees will acquire more knowledge about scoring
 Employees will recognize all seven subscales and 43
indicators
 Employees will visual have hands-on training within
an age appropriate environment
 Employees will discuss and share there findings at the
end of each field experience

5. OBJECTIVES
 Be familiar with the ERS vocabulary and explanations
of terms used throughout the scale
 To be updated on the most additional notes for
clarification on the ERS
 Discover areas of strength in your classroom and
reflect on some strategies to maximize the
effectiveness of those areas
 Explore strategies how to improve your classroom
where subscales or most challenging

6. 25 Pre-school employees
Age 25-40 male / female
Mandatory two week paid training

7. Where will
the training
be ?
5252 mar Lane
Hayward CA
95632
In the conference
room B

8. MATERIALS
• PowerPoint/hard copy
• ERS Booklet (score sheet, plan of Action)
• Resources (handouts, Universal precautions
• Markers, Highlighters, pens and pencils
• List of schedule for 5 classrooms for Site field
experience
• *additional hand outs will be provided as
needed

9. SPACE AND FURNISHINGS
 1. Indoor space
 2. Furniture for routine care, play and learning
 3. Furnishings for relaxation and comfort
 4. Room arrangement for play
 5. Space for privacy
 6. Child-related display
 7. Space for gross motor play
 8. Gross motor equipment

11. PERSONAL CARE ROUTINES
9. Greetings/departing
10. Meals/snack
11. Nap/rest
12. Toileting/diapering
13. Health practices
14. Safety practices

12. •15. Books and pictures
•16. Encouraging children to communicate
•17. Using language to develop reasoning skills
•18. Informal use of language

14. ACTIVITIES
 19. Fine motor
 20. Art
 21. Music/movement
 22. Blocks
 23. Sand/water
 24. Dramatic Play
 25. Nature/science
 26. Math/number
 27. Use of TV, video, and /or computers
 28. Promoting acceptance of diversity

15. INTERACTION
29. Supervision of gross motor
30. General supervision of children
31. Discipline
32. Staff-child interaction
33. Interaction among children

16. Program Structure
34. Schedule
35. Free play
36. Group time
37. Provision for
children with
disabilities

17. WHAT DOES “ACCESSIBLE”
MEAN?
Children can reach
and are allowed to
use age
appropriate toys,
materials,
furnishings and/or
equipment.

18. PARENTS AND STAFF
38. Provision for parents
39 Provisions for personal needs of staff
40 Provisions for professional needs of
staff
41 Staff interaction and cooperation
42 Supervision and evaluation of staff
43 Opportunities

19. ASSESSMENT
 Applying research-based concepts and Theory
 Discuss: Simulate dialogue, arrange employees
in groups of 5 for field experience and
observation
ACTIVITIES
• DVD to show how to scoring with
different venues on each Subscale

20. •Explain how to apply the
training, concepts and
strategies

21. REFLECTION
What will you change when you get back
to your classroom?
Three things to share with colleagues
Curriculum plans based on what you
heard and saw.
What did you like about the training?
Suggestions for next training?

22. It’s everyone responsibility to provide
“Inclusive Environments” for all children

23. Retrieved on 3/18/15
Environmental Rating Scale ECERS-R
http://ers.fpg.unc.edu/early-childhood-environment-rating-
scale-ecers-r